The Characteristics Of Self-cognition About Senior Middle School Students Of Suicidal Ideation

Suicidal ideation is the early and incipient mental activity of people attempted and committed suicide. According to the clinical and statistical data, adolescents are the high risk group of suicidal ideation. Researches on suicidal ideation of adolescents have been the worldwide and high-focused research topics. To explore the characteristics of self-cognition of people who have suicidal ideation has great academical and practical significance, firstly, it can help us find out the cause of suicidal ideation of adolescents, secondly, it can raise the availability and appropriateness of the intervention in suicidal ideation of adolescents.This research selected 3000 senior middle school students in five cities of Henan Province as research subjects and explored the characteristics of self-cognition of senior middle school students who have suicidal ideation, including two parts of researches. The first part of research referred to the method of self-schemata, using the self-referent encoding task, questionnaire survey and casework interviews, to investigate the characteristics of general self-cognition of senior middle school students who have suicidal ideation. Based on the first research, the second part applied the methods of projective tests, questionnaire survey and casework interviews to explore the characteristics of temporal self-cognition of senior middle school students who have suicidal ideation. According to our research, we can draw the following two conclusions:Firstly, senior middle school students who have suicidal ideation are possessed of negative self-schemata: students who have and don't have suicidal ideation indicated significant differences from the self-descriptive words quantity and reaction time of positive and negative adjectives. Compared with students who don't have suicidal ideation, students who have suicidal ideation recognized more negative and less positive adjectives as their self-descriptive words, and they spent less reaction time on negative adjectives and more reaction time on positive adjectives in the self-referent encoding task.Secondly, senior middle school students who have and don't have suicidal ideation indicated significant differences from the characteristics of temporal self-cognition: in terms of time extension, students who don't have suicidal ideation showed a wider degree towards the future, while students who have suicidal ideation did the same towards the past; in terms of time orientation, students who don't have suicidal ideation was more future-oriented, while students who have suicidal ideation was more past-oriented ;in terms of time relatedness, students who don't have suicidal ideation was more capable of integrating the past, present and future, while students who have suicidal ideation was prone to be led to time-splitting and future perspective break-down.